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Abstract
This study investigated what occurred when four tenth-grade English Language Arts students transacted with a multiliteracies pedagogy. The study was designed using a social constructionist framework with an emphasis on multimodal meaning-making. Data were generated during an approximate two-week period and included audiovisual recordings, field notes, and student artifacts. Using a microethnographic approach, data analysis identified how multiple modes were used in conjunction during three key, brief events. Implications derived from the findings suggest literacy educators focus more on non-traditional meaning-making events beyond standards-based expectations. Additionally, modal preferences are based upon a variety of group membership and personal preference factors.